Welcome! This is the Year 10 Biology Page for Separate Science IGCSE (CIE)
Central Resources Pages - Biology Separates.
Unit and Topic
Learning Outcomes
Resources
What have you produced towards these learning outcomes? What other resources do you have to help you with these outcomes?
Reflection
How far are you towards meeting these outcomes?
What went well?
What could have been better?
Targets
What do you need to do to achieve these outcomes?
What are your next steps?
Follow up
What have you done to follow up these targets?
What is the evidence of this?
Comments
Charactersistics of Living Organisms
1. Charactersistics of Living Organisms List and describe the characteristics of living organisms:
• nutrition (taking in nutrients which are organic substances and mineral ions, containing raw materials or energy for growth and tissue repair, absorbing and assimilating them) • excretion (removal from organisms of toxic materials, the waste products of metabolism (chemical reactions in cells including respiration) and substances in excess of requirements) • respiration (chemical reactions that break down nutrient molecules in living cells to release energy) • sensitivity (ability to detectand respond to stimuli) • reproduction (processes that make more of the same kind of organism)
• growth (permanent increase in size and dry mass by an increase in cell number or cell size or both) • movement (action by an organism or part of an organism causing a change of position or place)
Use MRS GREN or MRS NERG to remember the 7 life processes.
Remembering the complete meaning of the 7 life processes.
A mind map of this topic
I printed out textbook pages to make it easier to read and make notes.
I can remember the 7 life processes with MRS GREN.
I can remember most of the definition for the 7 life processes.
We were given pop quizzes that help us remembering the life processes and their meaning. There fore commendations for them so it pushes us to remember what we have learned quickly.
We had two experiments with the microscope which is fun but I think more experiments can help the lessons get more interesting.
I can understand thoroughly the seven life processes
I need to remember the complete definitions of the life processes.
Then, I need to test my knowledge again with quizzes on the internet.
I need to remember the key words
I have completed both of my target and now I can give more detailed definitions for the life processes.
This is unit is not a very difficult unit, however I believe it is a very important one since we are going to use them a lot later on.
This unit is fairly easy as i already learnt it in year 7,8 and 9.
2.1 Classification and diversity of living organismsCore • Define and describe thebinomial system of namingspecies as a system in which the scientific name of anorganism is made up of two parts showing the genusand species• List the main features of the following vertebrates:bony fish, amphibians, reptiles, birds and mammals
I have made notes of these things in my folder, define the definition of binomial system and produced a table of it and give some examples.
The vertebrae are quite easy to me because I have covered them in year 7- it is now as a recap or a revision.
Made game cards to test our knowledge which are very helpful
I would do the same thing as I've said above.
In addition I would also like to find books in the library about them.
I've done one of my targets and yes, it did work. I feel like I remember quite alot about this topic now.
Yes this is also quite fine for me.
Supplement• Know that there are other classificationsystems e.g. cladistics (based on RNA/DNA sequencing data)• List the main features used in theclassification of the following groups:viruses, bacteria and fungi, and theiradaptation to the environment, asappropriate
This unit is quite a new and interesting one for me.
I've studied this by analyzing pages in the textbook.
By analyzing and reference to some cells I can easily remember parts of the three microorganisms!
Played educational games in class with white board and a pen. I've also joined in with group readings and played with the class in a game online.
I would search on the internet, do some quizzes and revise....
OFTEN.
Still a bit...nearly there though. I've remembered MOST parts by now.
With a few of revision more, I'll be OK with this.
2.2 Adaptations of organisms to their environment(to be illustrated by examples wherever possible)Core• List the main features used in the classification of thefollowing groups: flowering plants (monocotyledonsand eudicotyledons (dicotyledons)), arthropods (insects,crustaceans, arachnids and myriapods), annelids,nematodes and molluscs
This is also a brand new chapter for me as we've studied into more details into these groups in the KINGDOM.
I've taken down notes for this as well and will revise carefully at home.
Took a quiz in class and got it all right. I'm proud of my skill that now I have improved my reading skill that can remember quickly after 1 read.
This proves that group reading comes in real handy.
Make them into tables to make them more organized-classified or neat in order for me to remember them easily.
Remember definitions.
HIGHLIGHT MAIN FEATURES.
The athropods and the phylum are fine to me. Now it's only the flowering plants.
I need self-study on that.
Yeah. With this target in mind I'll be alright.
3. Simple KeysCore • Use simple dichotomous keys based on easilyidentifiable features
Section II: Organisation and maintenance of the organism
1. Cell Structure and Organisation Core• State that living organisms are made of cells• Identify and describe the structure of a plant cell(palisade cell) and an animal cell (liver cell), asseen under a light microscope• Describe the differences in structure betweentypical animal and plant cells
Supplement• Relate the structures seen under the lightmicroscope in the plant cell and in the animalcell to their functions
2. Levels of OrganisationCore• Relate the structure of the following to theirfunctions:• ciliated cells – in respiratory tract• root hair cells – absorption• xylem vessels – conduction and support• muscle cells – contraction• red blood cells – transport
Define:•tissue as a group of cells with similarstructures, working together to perform a shared function•organ as a structure made up of a group of tissues, working together to perform specificfunctions•organ system as a group of organs with related functions, working together to perform body functions using examples covered in Sections II and III
3. Size of SpecimensCore • Calculate magnification and size of biologicalspecimens using millimetres as units
4. Movement in and out of cells4.1 Diffusion Core• Define diffusion as the net movement of molecules from a region of their higher concentration to a region of their lower concentration down a concentration gradient, as a result of their random movement• Describe the importance of diffusion of gases and solutes and of water as a solvent
4.2 Active TransportSupplement • Defineactive transport as movement of ions in orout of a cell through the cell membrane, from aregion of their lower concentration to a region oftheir higher concentration against a concentrationgradient, using energy released during respiration• Discuss the importance of active transport as anenergy-consuming process by which substancesare transported against a concentration gradient,e.g. ion uptake by root hairs and uptake ofglucose by epithelial cells of villi
4.3 Osmosis Core• Defineosmosis as the diffusion of watermolecules from a region of their higherconcentration (dilute solution) to a regionof their lower concentration (concentratedsolution), through a partially permeablemembrane• Describe the importance of osmosis in theuptake of water by plants, and its effects onplant and animal tissues
• Describe and explain the importance of a waterpotential gradient in the uptake of water by plants
5. Enzymes Core• Define the termcatalyst as a substance thatspeeds up a chemical reaction and is notchanged by the reaction• Defineenzymes as proteins that function asbiological catalysts• Investigate and describe the effect of changes intemperature and pH on enzyme activity
Supplement • Explain enzyme action in terms of the ‘lockand key’ model• Explain the effect of changes in temperatureand pH on enzyme activity• Describe the role of enzymes in thegermination of seeds, and their uses inbiological washing products and in the foodindustry (including pectinase and fruit juice)• Outline the use of microorganisms andfermenters to manufacture the antibioticpenicillin and enzymes for use in biologicalwashing powders• Describe the role of the fungusPenicillium inthe production of antibiotic penicillin
6. Nutrition Core• Definenutrition as taking in of nutrientswhich are organic substances and mineralions, containing raw materials or energyfor growth and tissue repair, absorbing andassimilating them
6.1 NutrientsCore• List the chemical elements that make up:• carbohydrates• fats• proteins• Describe the synthesis of large molecules fromsmaller basic units, i.e.• simple sugars to starch and glycogen•amino acids to proteins•fatty acids and glycerol to fats and oils
• Describe tests for:• starch (iodine solution)• reducing sugars (Benedict’s solution)• protein (biuret test)• fats (ethanol)• List the principal sources of, and describe theimportance of:• carbohydrates• fats• proteins• vitamins (C and D only)• mineral salts (calcium and iron only)• fibre (roughage)• water• Describe the deficiency symptoms for:• vitamins (C and D only)• mineral salts (calcium and iron only)
6.2.1 PhotosynthesisCore• Definephotosynthesis as the fundamentalprocess by which plants manufacturecarbohydrates from raw materials using energyfrom light• State the word equation for the production ofsimple sugars and oxygen• Investigate the necessity for chlorophyll, lightand carbon dioxide for photosynthesis, usingappropriate controls• Describe the intake of carbon dioxide and waterby plants• Explain that chlorophyll traps light energy andconverts it into chemical energy for the formationof carbohydrates and their subsequent storage
Supplement• State the balanced equation forphotosynthesis in symbols• Investigate and state the effect of varying lightintensity, carbon dioxide concentration andtemperature on the rate of photosynthesis(e.g. in submerged aquatic plants)• Define the termlimiting factor as somethingpresent in the environment in such shortsupply that it restricts life processes• Explain the concept of limiting factors inphotosynthesis• Explain the use of carbon dioxide enrichment,optimum light and optimum temperatures inglasshouse systems
6.2.2 Leaf structureCore• Identify and label the cuticle, cellular and tissuestructure of a dicotyledonous leaf, as seen incross-section under the light microscope, anddescribe the significance of these features interms of functions, to include:• distribution of chloroplasts – photosynthesis• stomata and mesophyll cells – gas exchange• vascular bundles (xylem and phloem) – transportand support
6.2.3 Mineral requirements Core• Describe the importance of:• nitrate ions for protein synthesis• magnesium ions for chlorophyll synthesis• Describe the uses, and the dangers of overuse,of nitrogen fertilisers
Supplement• Explain the effects of nitrate ion andmagnesium ion deficiency on plant growth
6.3 Animal nutrition
6.3.1 DietCore• State what is meant by the term balanced dietand describe a balanced diet related to age, sexand activity of an individual• Describe the effects of malnutrition in relation tostarvation, coronary heart disease, constipationand obesity
6.3.2 Food supplyCore• Discuss ways in which the use of moderntechnology has resulted in increased foodproduction (to include modern agriculturalmachinery, chemical fertilisers, pesticides andherbicides, artificial selection)
Supplement• Discuss the problems of world food supplies• Discuss the problems which contribute tofamine (unequal distribution of food, droughtand flooding and increasing population)
6.3.3 Human alimentary canalCore• Defineingestion as taking substances (e.g.food, drink) into the body through the mouth• Defineegestion as passing out of food that hasnot been digested, as faeces, through the anus• Identify the main regions of the alimentary canaland associated organs including mouth, salivaryglands, oesophagus, stomach, small intestine:duodenum and ileum, pancreas, liver, gallbladder, large intestine: colon and rectum, anus• Describe the functions of the regions of thealimentary canal listed above, in relation toingestion, digestion, absorption, assimilationand egestion of food (cross reference 6.3.4,6.3.5, 6.3.6 and 6.3.7)
6.3.4 Mechanical and physical digestionCore• Definedigestion as the break-down of large,insoluble food molecules into small, watersolublemolecules using mechanical andchemical processes• Identify the types of human teeth and describetheir structure and functions• State the causes of dental decay and describethe proper care of teeth• Describe the process of chewing• Describe the role of longitudinal and circularmuscles in peristalsis• Outline the role of bile in emulsifying fats,to increase the surface area for the action ofenzymes
Supplement• Describe how fluoride reduces tooth decay andexplain arguments for and against the additionof fluoride to public water supplies
6.3.5 Chemical digestionCore• State the significance of chemical digestion inthe alimentary canal in producing small, solublemolecules that can be absorbed• State where, in the alimentary canal, amylase,protease and lipase enzymes are secreted• State the functions of a typical amylase, aprotease and a lipase, listing the substrate andend-products
6.3.6 AbsorptionCore• Defineabsorption as movement of digestedfood molecules through the wall of the intestineinto the blood or lymph• Identify the small intestine as the region for theabsorption of digested food• Describe the significance of villi in increasingthe internal surface area of the small intestine
Supplement• Describe the structure of a villus, including therole of capillaries and lacteals• State the role of the hepatic portal vein in thetransport of absorbed food to the liver• Identify the role of the small intestine andcolon in absorption of water (the small intestineabsorbs 5–10 dm3 per day, the colon 0.3–0.5 dm 3per day)
6.3.7 AssimilationCore• Defineassimilation as movement of digestedfood molecules into the cells of the body wherethey are used, becoming part of the cells• Describe the role of the liver in the metabolismof glucose (glucose→ glycogen) and aminoacids (amino acids→ proteins and destructionof excess amino acids)• Describe the role of fat as an energy storagesubstance
Supplement• Definedeamination as removal of the nitrogen-containingpart of amino acids to form urea,followed by release of energy from theremainder of the amino acid• State that the liver is the site of breakdown ofalcohol and other toxins
7. Transportation
7.1 Transport in plantsCore• State the functions of xylem and phloem• Identify the positions of xylem and phloemtissues as seen in transverse sections ofunthickened, herbaceous, dicotyledonous roots,stems and leaves
7.1.1 Water uptakeCore• Identify root hair cells, as seen under the lightmicroscope, and state their functions• State the pathway taken by water through root,stem and leaf (root hair, root cortex cells, xylem,mesophyll cells)• Investigate, using a suitable stain, the pathwayof water through the above-ground partsof a plant
Supplement• Relate the structure and functions of roothairs to their surface area and to water and ionuptake
7.1.2 TranspirationCore• Definetranspiration as evaporation of water atthe surfaces of the mesophyll cells followed byloss of water vapour from plant leaves, throughthe stomata• Describe how water vapour loss is related tocell surfaces, air spaces and stomata• Describe the effects of variation of temperature,humidity and light intensity on transpiration rate• Describe how wilting occurs
Supplement• Explain the mechanism of water uptake andmovement in terms of transpiration producinga tension (‘pull’) from above, creating a waterpotential gradient in the xylem, drawingcohesive water molecules up the plant.• Discuss the adaptations of the leaf, stemand root tothree contrasting environments,to include pond, garden and desert, withemphasis on local examples (whereappropriate) and the factors describedin the core
7.1.3 TranslocationCore• Definetranslocation in terms of the movementof sucrose and amino acids in phloem;• from regions of production• to regions of storage OR to regions ofutilisation in respiration or growth
Supplement• Describe translocation throughout the plantof applied chemicals, including systemicpesticides• Compare the role of transpiration andtranslocation in the transport of materials fromsources to sinks, within plants at differentseasons
7.2 Transport in humansCore• Describe the circulatory system as a system oftubes with a pump and valves to ensure one-wayflow of blood• Describe the double circulation in terms of alow pressure circulation to the lungs and a highpressure circulation to the body tissues andrelate these differences to the different functionsof the two circuits
7.2.1 HeartCore• Describe the structure of the heart including themuscular wall and septum, chambers, valves andassociated blood vessels• Describe the function of the heart in terms ofmuscular contraction and the working of thevalves• Investigate, state and explain the effect ofphysical activity on pulse rate• Describe coronary heart disease in terms ofthe blockage of coronary arteries and state thepossible causes (diet, stress and smoking) andpreventive measures
7.2.2 Arteries, veins and capillariesCore• Name the main blood vessels to and from theheart, lungs, liver and kidney• Describe the structure andfunctions of arteries,veins and capillaries
Supplement• Explain how structure and function are relatedin arteries, veins and capillaries• Describe the transfer of materials betweencapillaries and tissue fluid
7.2.3 BloodCore• Identify red and white blood cells as seen underthe light microscope on prepared slides, and indiagrams and photomicrographs• List the components of blood as red blood cells,white blood cells, platelets and plasma• State the functions of blood:• red blood cells – haemoglobin and oxygentransport• white blood cells – phagocytosis andantibody formation• platelets – causing clotting (no details)• plasma – transport of blood cells, ions,soluble nutrients, hormones, carbon dioxide,urea and plasma proteins
Supplement• Describe the immune system in terms ofantibody production, tissue rejection andphagocytosis• Describe the function of the lymphaticsystem in circulation of body fluids, and theproduction of lymphocytes• Describe the process of clotting (fibrinogen tofibrin only)
8. Respiration Core• Definerespiration as the chemical reactions thatbreak down nutrient molecules in living cells torelease energy• State the uses of energy in the body of humans:muscle contraction, protein synthesis, celldivision, active transport, growth, the passageof nerve impulses and the maintenance of aconstant body temperature
Central Resources Pages - Biology Separates.
Unit and Topic
Learning Outcomes
Resources
What have you produced towards these learning outcomes? What other resources do you have to help you with these outcomes?
Reflection
How far are you towards meeting these outcomes?
What went well?
What could have been better?
Targets
What do you need to do to achieve these outcomes?
What are your next steps?
Follow up
What have you done to follow up these targets?
What is the evidence of this?
Comments
List and describe the characteristics of living organisms:
• nutrition (taking in nutrients which are organic substances and mineral ions, containing raw materials or energy for growth and tissue repair, absorbing and assimilating them)
• excretion (removal from organisms of toxic materials, the waste products of metabolism (chemical reactions in cells including respiration) and substances in excess of requirements)
• respiration (chemical reactions that break down nutrient molecules in living cells to release energy)
• sensitivity (ability to detectand respond to stimuli)
• reproduction (processes that make more of the same kind of organism)
• growth (permanent increase in size and dry mass by an increase in cell number or cell size or both)
• movement (action by an organism or part of an organism causing a change of position or place)
Remembering the complete meaning of the 7 life processes.
A mind map of this topic
I can remember the 7 life processes with MRS GREN.
I can remember most of the definition for the 7 life processes.
We were given pop quizzes that help us remembering the life processes and their meaning. There fore commendations for them so it pushes us to remember what we have learned quickly.
We had two experiments with the microscope which is fun but I think more experiments can help the lessons get more interesting.
I can understand thoroughly the seven life processes
Then, I need to test my knowledge again with quizzes on the internet.
I need to remember the key words
This unit is fairly easy as i already learnt it in year 7,8 and 9.
• Define and describe thebinomial system
of namingspecies as a system in which the scientific name of anorganism is made up of two parts showing the genusand species• List the main features of the following vertebrates:bony fish, amphibians, reptiles, birds and mammals
The vertebrae are quite easy to me because I have covered them in year 7- it is now as a recap or a revision.
In addition I would also like to find books in the library about them.
I've studied this by analyzing pages in the textbook.
By analyzing and reference to some cells I can easily remember parts of the three microorganisms!
OFTEN.
I've taken down notes for this as well and will revise carefully at home.
This proves that group reading comes in real handy.
Remember definitions.
HIGHLIGHT MAIN FEATURES.
I need self-study on that.
• Use simple dichotomous keys based on easilyidentifiable features
Core• State that living organisms are made of cells• Identify and describe the structure of a plant cell(palisade cell) and an animal cell (liver cell), asseen under a light microscope• Describe the differences in structure betweentypical animal and plant cells
• Calculate magnification and size of biologicalspecimens using millimetres as units
Core• Define diffusion as the net movement of molecules from a region of their higher concentration to a region of their lower concentration down a concentration gradient, as a result of their random movement• Describe the importance of diffusion of gases and solutes and of water as a solvent
• Defineactive transport
as movement of ions in orout of a cell through the cell membrane, from aregion of their lower concentration to a region oftheir higher concentration against a concentrationgradient, using energy released during respiration• Discuss the importance of active transport as anenergy-consuming process by which substancesare transported against a concentration gradient,e.g. ion uptake by root hairs and uptake ofglucose by epithelial cells of villi
Core• Defineosmosis
as the diffusion of watermolecules from a region of their higherconcentration (dilute solution) to a regionof their lower concentration (concentratedsolution), through a partially permeablemembrane• Describe the importance of osmosis in theuptake of water by plants, and its effects onplant and animal tissues
Core• Define the termcatalyst
as a substance thatspeeds up a chemical reaction and is notchanged by the reaction• Defineenzymes
as proteins that function asbiological catalysts• Investigate and describe the effect of changes intemperature and pH on enzyme activity
• Explain enzyme action in terms of the ‘lockand key’ model• Explain the effect of changes in temperatureand pH on enzyme activity• Describe the role of enzymes in thegermination of seeds, and their uses inbiological washing products and in the foodindustry (including pectinase and fruit juice)• Outline the use of microorganisms andfermenters to manufacture the antibioticpenicillin and enzymes for use in biologicalwashing powders• Describe the role of the fungusPenicillium
inthe production of antibiotic penicillin
Core• Definenutrition
as taking in of nutrientswhich are organic substances and mineralions, containing raw materials or energyfor growth and tissue repair, absorbing andassimilating them
as the fundamentalprocess by which plants manufacturecarbohydrates from raw materials using energyfrom light• State the word equation for the production ofsimple sugars and oxygen• Investigate the necessity for chlorophyll, lightand carbon dioxide for photosynthesis, usingappropriate controls• Describe the intake of carbon dioxide and waterby plants• Explain that chlorophyll traps light energy andconverts it into chemical energy for the formationof carbohydrates and their subsequent storage
factor as somethingpresent in the environment in such shortsupply that it restricts life processes• Explain the concept of limiting factors inphotosynthesis• Explain the use of carbon dioxide enrichment,optimum light and optimum temperatures inglasshouse systems
Core• Describe the importance of:• nitrate ions for protein synthesis• magnesium ions for chlorophyll synthesis• Describe the uses, and the dangers of overuse,of nitrogen fertilisers
as taking substances (e.g.food, drink) into the body through the mouth• Defineegestion
as passing out of food that hasnot been digested, as faeces, through the anus• Identify the main regions of the alimentary canaland associated organs including mouth, salivaryglands, oesophagus, stomach, small intestine:duodenum and ileum, pancreas, liver, gallbladder, large intestine: colon and rectum, anus• Describe the functions of the regions of thealimentary canal listed above, in relation toingestion, digestion, absorption, assimilationand egestion of food (cross reference 6.3.4,6.3.5, 6.3.6 and 6.3.7)
as the break-down of large,insoluble food molecules into small, watersolublemolecules using mechanical andchemical processes• Identify the types of human teeth and describetheir structure and functions• State the causes of dental decay and describethe proper care of teeth• Describe the process of chewing• Describe the role of longitudinal and circularmuscles in peristalsis• Outline the role of bile in emulsifying fats,to increase the surface area for the action ofenzymes
as movement of digestedfood molecules through the wall of the intestineinto the blood or lymph• Identify the small intestine as the region for theabsorption of digested food• Describe the significance of villi in increasingthe internal surface area of the small intestine
3per day)
as movement of digestedfood molecules into the cells of the body wherethey are used, becoming part of the cells• Describe the role of the liver in the metabolismof glucose (glucose→
glycogen) and aminoacids (amino acids→
proteins and destructionof excess amino acids)• Describe the role of fat as an energy storagesubstance
as removal of the nitrogen-containingpart of amino acids to form urea,followed by release of energy from theremainder of the amino acid• State that the liver is the site of breakdown ofalcohol and other toxins
as evaporation of water atthe surfaces of the mesophyll cells followed byloss of water vapour from plant leaves, throughthe stomata• Describe how water vapour loss is related tocell surfaces, air spaces and stomata• Describe the effects of variation of temperature,humidity and light intensity on transpiration rate• Describe how wilting occurs
contrasting environments,to include pond, garden and desert, withemphasis on local examples (whereappropriate) and the factors describedin the core
in terms of the movementof sucrose and amino acids in phloem;• from regions of production• to regions of storage OR to regions ofutilisation in respiration or growth
Core• Definerespiration
as the chemical reactions thatbreak down nutrient molecules in living cells torelease energy• State the uses of energy in the body of humans:muscle contraction, protein synthesis, celldivision, active transport, growth, the passageof nerve impulses and the maintenance of aconstant body temperature